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See getting-to-know-you activities.
A common phrase whose meaning is not deducible from those of the individual words used. Examples include over the moon and to bite off more than you can chew, and sick as a parrot.
See Content and Language-Integrated Learning.
The imperative form is used when we give instructions or orders: sit down, listen to me, etc.
(Also inductive presentation).
A 'Language → Rules' approach to teaching new grammar. Students see examples of the new language in context, and the teacher then guides them to work out the rules. (Compare with deductive presentation.)
The infinitive is the base form of a verb. The terms base form and infinitive, or infinitive form are used interchangeably.
This is the form of the verb you would use to complete the sentence 'I want to...', e.g., to be, to go, to have, to leave, etc.
A full infinitive is with to. The bare infinitive is without to, as used after modal verbs.
Each verb actually has four infinitive forms:
Present infinitive: (to) go
Continuous infinitive: (to) be going
Perfect infinitive: (to) have gone
Perfect continuous infinitive: (to) have been going
In language acquisition theory, theinnatist
theory (introduced by Chomsky) is the idea that humans are born with an innate capacity to process and acquire language. This capacity is called the language acquisition device (LAD). The theory holds that all languages have an underlying shared set of structural rules (Universal Grammar), which the human brain is naturally equipped with. The theory is widely accepted though it has been questioned in recent years (even by Chomsky). See for example Vyvyan Evans' The Language Myth.
Input is the language that an acquirer/learner is exposed to.
The Input Hypothesis is Stephen Krashen's theory that new language is learned best if it is slightly higher than the learner’s current level of English.
This is expressed in the mathematical-looking formula: 'i + 1.'
i = Input, meaning the language learners currently know, and +1 being the new language.